Gonski 2.0: The good, bad and very ugly | johnkenny1

The much anticipated Gonski 2.0 report has finally dropped and criticism has come in thick and fast. The report comes on the back of the Review to Achieve Educational Excellence in Australian Schools established by the Federal Government in July 2017 to provide advice on how to improve student achievement and school performance. It’s a big report sure to create waves in all education sectors in Australia and, just to be clear, I am not impressed with its recommendations. Here are the need-to-knows and my take on some of the report’s recommendations.

GONSKI 2.0 – Key Priorities…

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Rethinking high school math | Joanne

Math literacy — using numbers to understand real-world problems — should be the goal of high school math classes, concludes a report from the National Council of Teachers of Mathematics.

NCTM critiques the “algebra-geometry-algebra 2 trifecta,” writes Ed Week‘s Stephen Sawchuk. In addition to preparing students for college and careers, math coursework should help students “identify, interpret, and critique math in social, scientific, and political systems; to understand math in polls, the media, and other communications; and to make good financial decisions and interpret research.”

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Grimacing at Gonski | pocketquintilian

The long-awaited “Gonski report” on Australian education fell to earth today, and in short, it leaves much to be desired.

There is so much to criticise in the report that it is difficult to know where to start, although Greg Ashman and Dr. Jennifer Buckingham have set the ball rolling very adroitly. The document elevates fly-by-night fads to the status of national priorities, floats dangerously misguided suggestions about “personalised learning”, and says barely a thing about the two major factors that are really hampering Australian education: the watering-down of academic content in the…

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Important reports to read: metacognition, the word gap and what teacher trainees need to learn | Pedro

The past few weeks there were so many interesting reports and studies published that it’s sheer impossible to keep track while teaching. In this post I want to highlight what you really shouldn’t miss.

First there is the report that  Daniel Muijs and Christian Bockhove wrote on metacognition and self-regulated learning for the EEF:

This guidance draws on a review of the evidence about self-regulated learning and metacognition led by Professor Daniel Muijs and Dr Christian Bokhove (University of Southampton). It is not a new study in itself, but rather is intended as an accessible overview…

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Alexa, teach my son to be polite | Joanne

On the TV show Westworld, visitors to a high-tech theme park use and abuse androids to fulfill their fantasies.

Nobody says “please” or “thank you” to Alexa, writes Ken Gordon in The Atlantic. He worries that the ability to command a digital assistant is teaching his 13-year-old son to be bossy and rude.

“Alexa, play Jeopardy!,” he might say—and his word is her command.

And that gives me pause. My wife and I have expended much time and energy ensuring that when Ari speaks, he does so respectfully and intelligently. But he can speak to Alexa without any consideration at all. “Please” or…

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Hyperactive can be a good thing | Joanne

Leonard Mlodinow, a physicist and father, writes In Praise of ADHD in the New York Times.

Ten years ago, when my son Nicolai was 11, his doctor wanted to put him on medication for attention deficit hyperactivity disorder. “It would make him less wild,” I explained to my mother, who was then 85. “It would slow him down a bit.”

My mother grumbled. “Look around you,” she said in Yiddish. “Look how fast the world is changing. He doesn’t need to slow down. You need to speed up.”

In a hyperactive world, ADHD may be an asset, Mlodinow writes. “To thrive in this frenetic world, certain…

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